Abstract

This paper examines the theoretical foundations of how cognitive–emotional characteristics influence vocational adaptability among adolescents with autism spectrum disorder. Based on a synthesis of existing studies, it shows that deficits in executive functions (planning, working memory, cognitive flexibility, and inhibitory control) directly affect the ability to organize goal-directed behavior and complete vocational tasks. At the same time, difficulties in emotion regulation, social anxiety, and low self-efficacy may reduce interaction skills, the capacity to receive feedback, and the maintenance of motivation in workplace settings. The relationship between cognition and vocational adaptability is discussed as an interactive mechanism, in which emotional factors may serve as mediators and/or moderators of adaptive outcomes. Accordingly, the paper proposes implications for vocational training and school-to-work transition support through individualized approaches based on a “cognitive–emotional profile,” integrating technical training with psychological support and post-placement follow-up mechanisms to enhance sustainable job retention for adolescents with autism spectrum disorder.

Keywords: Autism spectrum disorder, emotion regulation, executive function, school-to-work transition, social anxiety, vocational adaptability, vocational self-efficacy, vocational training